1. The Polar Express by Chris Van Allsburg
Included: A brief excerpt from the book and rigorous question set activities promoting higher level-thinking development

2. Click Here for a reading of this story by actor, Lou Diamond Phillips
Additional Resources
Click Here for a reading of this story by actor, Lou Diamond Phillips
And video attachment

3. Excerpt from book Jacob’s Ladder Goals & Objectives Habits of Mind
Tier 1
Excerpt from book
Jacob’s Ladder Goals & Objectives
Habits of Mind

4. Excerpt
An adult storyteller recounts one Christmas Eve long ago when, after lying awake at night, he is taken on a magical train ride with other children to the North Pole to receive a special gift from Santa Claus.
**This book should be used between the Thanksgiving and Christmas holidays to obtain maximum effect.
Obtain the book from a school library to read the story in its entirety and complete the ladder activities.

5. Students will be able: Ladder A
A1 Sequencing - To list in order of importance specific events or plot summaries
A2 Cause and Effect - To identify and predict relationships between character behavior and story events, and their effects upon other characters or events.
A3 Consequences and Implications - To predict character actions, story outcomes, and make real-world forecasts.
Ladder B
B1 Details - To list specific details or recall facts related to the text or generate a list about a specific topic or character.
B2 Classifications - To categorize different aspects of the text or identify categories from a list of topics or details.
B3 Generalizations - To make general statements about the reading or an idea in the reading and use data to support statements.
Ladder C
C1 Literary Elements - To identify and explain specific story elements such as character, setting, or poetic-device.
C2 Inference - To use textual clues to read between the lines and make judgments about specific textual events, ideas, or character analysis.
C3 Theme/Concept - To identify a major idea or theme common in the text.

6. Habits of Mind
Working Interdependently
Thinking about Thinking (metacognition)
Innovating, Creating, Imagining
Refer to Jacob’s Ladder Story Table for Ladder A, B & C Thinking Questions.

7. (Discussion) High Level Strategies with Ladder A, B & C Questions
Tier 2 Rigor
(Discussion)
High Level Strategies with
Ladder A, B & C Questions

8. Discussion Strategies: Think-Pair-Share, Write-around, 3-4 Podcast slides (Pixie, Frames).
Choose 2 of 3 questions below to complete.
A1 — The way Van Allsburg illustrates and depicts the train from its first appearance to its last appearance helps sequence the story. The boy’s facial expressions also change and help sequence the story. Draw pictures of the boy to sequence his experience.
A2 — Illustrate your favorite scene from the story. Explain why you choose that scene.
B1 — What details and feelings did the boy experience while on his ride?
B2 — Using your answers from B1, how would you classify the list you came up with. Why did you choose to group he way you did?
C1 — The author lets us know the story uses a dream journey. List as many devices you find the author uses to show this story is a dream journey?

9. (Discussion) High Level Strategies with Ladder A, B & C Questions
Tier 3 Rigor
(Discussion)
High Level Strategies with
Ladder A, B & C Questions

10. Discussion Strategies: Think-Pair-Share, Write-around, 3-4 Podcast slides (Pixie, Frames).
Choose 2 of 3 questions below to complete.
A3 — Things change because of the boy’s trip. Illustrate one of the implications of his trip.
B3 — Can you propose an alternative to the bell sound? Explain why you choose what you choose and it’s meaning and symbolism
C2 — Even though other were unable or became unable to hear the bell, the narrator still believed. What is something you have experienced similar to this?
C3 — Write a story about holding onto a dream, similar to what the boy experiences in this story.

11. Reflections/Relevance
Tier 4
Reflections/Relevance

12. Choose one of the writing ideas to complete.  Be creative. 
1. Write a letter to the train conductor. This could be an opportunity for a thank you for the adventure.
2. Time has passed. Illustrate the next scenes that could happen to include captions.
Suggested project strategies:  Write a podcast script; create a puppet show; develop a PSA; a PowerPoint presentation; write and be an actor in a skit; write a persuasive speech and give before the class.